Y3.R.2 – Articulating and using a variety of decoding strategies appropriately when they encounter unfamiliar words (e.g., by recognising syllables within words or by applying their knowledge of regular and irregular spelling patterns)

Y3.W.3.a – Using their knowledge of phoneme-grapheme relationships, along with their developing awareness of spelling conventions, to select correct spelling patterns for sounds in words (e.g., spelling the k sound correctly in both catch and kitchen)

Y3.W.3.b – Applying their growing knowledge of useful spelling rules (e.g., the rules relating to adding simple plural suffixes such as those in baby/babies and half/halves) and their growing knowledge of morphology (e.g., adding a d to hear to make heard)

Y4 – Year 4

Y4.W – Writing

They draw on knowledge and skills that include:

Y4.W.3 – Encoding (spelling) by:

Y4.W.3.a – Using their knowledge of diverse phoneme-grapheme relationships (e.g.,ship, chef, ocean, station, special), of the meaning and spelling of morphemes (e.g., root words and affixes), and of common, reliable spelling rules and conventions

Y4.W.3.b – Using their visual memory to help them spell personal vocabulary and high-frequency words correctly (the high-frequency words include most words from essential lists 1-4 and many from essential lists 5-71)

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